The self-concept and academic performance of institutionalized and non-institutionalized HIV/AIDS orphaned children in Kisumu municipality
Educational Research and Reviews
Moi University, School of Education, P.O. Box 3900, 30100 Eldoret, Kenya
The HIV/AIDS pandemic has increasingly become a major factor in the emergence of orphans in the developing countries. These orphans are usually traumatized due to the multiple losses, isolation, stigma and grief. The study sought to investigate the effect of institutionalization of children on the self-concept of the AIDS-orphaned children and to investigate the relationship between self-concept and academic performance of the AIDS-orphaned children. The ex-post-facto research design was adopted. A total of 138 orphaned pupils that is 67 boys and 71 girls participated in the study. The study was based on Rogers' (1951) theory on self-concept. Data was analyzed using the t - test and the correlation coefficient. The study found out that there was a difference in self-concept and academic performance between pupils orphaned by HIV/AIDS living in institutions and those living with extended families, guardian homes and in parental homes. The difference in self-concept was not significant but the institutionalized orphans performed better academically than those who are non-institutionalized. The study recommended that since stigma and discrimination is still very rampant in schools, children should be taught against such behaviors to avoid orphans feeling different, and they should be treated as ordinary children. This would enhance their self-concept and academic performance. © 2009 Academic Journals.